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cooperatively (in safe and creative ways in line with the guidance in this plan), feel
empowered, and assist others, which can be restorative following disruption and stress.
● Reinforce back-to-school events to allow peers and staff to reconnect. This may need to occur
virtually, including virtual tours and classroom visits. Back to school transitions will likely require
more time than usual as students transition.
● Bolster the transition process and welcome students to school each day (e.g., have staff greeting

students as they exit the bus or drop-off locations, present in the hallway during the change of
classes, lunchroom, recess and when students are leaving the building).
○ Counselors, Psychologists, Social Worker and HSAO caseworker will be present to assist
with the transition process back to school. Connect community providers as needed to
address gaps.
● Make concerted effort to build the school community and establish staff and student relationships
with a back-to-school activity (i.e., Encourage staff to get to know their students and talents to
build those positive relationships). Provide opportunities for students to voice concerns,
challenges and needs.
● Post and continue to leverage community resources on the website to provide a continuum of

student support services for families.
● Staff wellness activities were added to the resources page of the website.

● Training and awareness activities will be provided to all staff prior to the start of school. Specific
communication will be sent to families from the Pupil Services Department.

Psychological Services and Testing
Lead Person: Lead Psychologist; Director of Student Services & Special Education
● Assessment and Evaluation Procedures: If a student has a pending consent for a
multidisciplinary evaluation, reevaluation, gifted evaluation, or early entrance evaluation, the
evaluation/reevaluation will proceed with face-to-face assessments taking place with additional
safety guidelines (e.g., masks, face shields, plexiglass divider, physical distancing, sanitizing
materials) upon parental/guardian consent. The psychologist will directly reach out to the
parent/guardian and provide a letter outlining testing guidelines, including our steps to minimize
exposure as well as the student and parent/guardian’s responsibility to minimize exposure.
● Individual and group counseling services will continue to be provided either virtually or in
person with safety guidelines in place (e.g., masks, face shields, plexiglass divider, physical
distancing, sanitizing office between students). The psychologist (K-6; 7-12) will directly reach out
to the parent/guardian to discuss services and preference at this time.

Special Programs
Lead Person: Building Principal; Assistant Superintendents (K-6; 7-12); Relevant Department Chair
● Certain courses with special considerations (e.g., Music and Physical Education); No assemblies;
large events conducted virtually (e.g., Open House); Extra- and co-curricular in consultation with
WPIAL and PIAA;
● The professionals in special area departments will be empowered to work with building principals
to develop classroom-specific procedures that meet health and safety requirements. A similar
approach was used for each athletic team. In this case, the teachers will be part of the solution-
finders in determining a course of action that will be reviewed and approved by the building
principal.
● Physical Education:
○ Initially, the department will plan activities that do not require vigorous physical activity.
○ (K-3) PE classes will be outside weather permitting; While in the gym, social distancing
must be maintained. Activities will be individual based to limit interaction with no use of
shared equipment.

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